Teachers' Experiences in Managing Pupils with Disabilities in Tanzania Inclusive Primary Schools: Challenges and Coping Strategies

Abstract

This study assessed teachers' experiences in managing pupils with disabilities in inclusive primary schools in Muleba District in Tanzania. Specifically, the study assessed challenges faced by teachers in managing pupils with disabilities and strategies to overcome them. The study employed a qualitative approach with a case study design. Data were collected through interviews and observation and analysed through thematic analysis. A purposive non-probability sampling technique selected three schools from three wards. Ten participants appeared in each selected school. The findings revealed that most teachers faced challenges in managing pupils with disabilities in inclusive primary schools. These challenges were pupils’ isolation that caused teachers to face difficulty in teaching them, drop out, insufficient professional teachers, shortage of teaching and learning materials, and poor infrastructure. Educating teachers and society at large on inclusive education and improvisation of teaching aids were adopted by the teachers to manage pupils with disabilities in the schools. It was recommended that the government provide professional development to teachers on inclusive education. Moreover, in collaboration with the school management and education stakeholders, the government has to promote inclusive education practices and create inclusive learning environments for pupils with disabilities in primary schools.